UFLI

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end"

Lesson 60 (_ce /s/)

- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Unit 6, Lessons 11-15 (review)

CKLA (1st)

Lesson 69 (another sound for c and g: review)

Reading Horizons (1st)

Review and Transfer Day 8

Reading Horizons (2nd)

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end".

Unit 6, Week 1 (one-syllable v-e words)

Fundations (2nd)

- Use the following story structure: 1-2. Introduce character, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Use dialogue when possible
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Unit 2, Lessons 12-16 (review)

CKLA (2nd)

Unit 5, Week 1 (VCe & consonant -le syllables)

Benchmark (2nd)

"Spike, the fox, did not like ice."



"He had a life in a warm den."



"One day, it got quite cold."



"But he had to go outside."



"He took five steps on the ice."



"He did not slip, nor did he slide."



"He felt a good vibe."



"Spike thought, 'I will not hide from the ice.'"



"He took a deep breath and began to stride."



"'Life on ice, was not so bad,' Spike said with a grin.



"He made it back to his den, safe and sound."



"Spike learned that he could like the ice and his warm den."

"She took a glance at the ice. She had to get some spice for her lunch."

"Eve got close to the ice. She went to take five small steps on the ice."

"Eve thought, "I will not hide from the ice.""

"The ice is not so bad," Eve said with a grin.

"She went and got the spice for her lunch. Then, Eve went back to her den."


"Eve was brave and could cross the ice. But, she was glad to be back in her warm den."

Eve lives in a warm den. She does not like the ice. Will Eve stride on the ice for her spices?

Eve is a creature who loves her warm, cozy den. One chilly day, she faces a big problem: she must cross the icy ground to get spices for her lunch. Will Eve overcome her fear of slipping on the ice? Read to find out how Eve handles her icy adventure!